1471 

merlcan 

,y 1 

orresponhence 

School 

of 

{Textiles, 
Xowell, flDass. 


Cotton Department 
\< Catalogue. 

1898. 

Ifoome Stut>i3 
in all 
Brandies 

of 

XTeitlle 

Manufacture. 

s 


Adva ntages of the Correspondence x 

.cx , 

22020 


System 


of Studying Textiles. 


Available to all, wherever resident. 

The lessons are brought to the student at any ad¬ 
dress until the course is completed. 

The address can be changed, or the time over which 
the course runs can be extended as desired. 

No car fare or expenses incurred, or time lost get¬ 
ting to or from a school. 

No necessity of removing to a distant city to attend 
a Textile School. 

Expense of Board and Rooms saved. 

Position and Salary retained while getting a Tex¬ 
tile Education. 

Fees small, rrilich less than at a residential Textile 
School. The cost Ultimately recouped a hundred fold in 
higher pay. 

Learn and earn at the same tlrne. 


Entered according to act of Congress in the year 1898, by Christo¬ 
pher P. Brooks, in the office of the Librarian of Congress, at Washing¬ 
ton, D. C. 

S. 8. IX ’98. BUCKLAND PRINTING CO., 74 MIDDLE ST., LOWELL. 


6-3? OOf 




OBJECTS AND METHODS. 


Necessities for 

technical Of all the leading manufactures, the 

instruction. textile industries of this, and of most 

European countries are among the most important. The 
manipulation and manufacture of Cotton, Wool, Flax, 
Silk and other fibrous substances into yarns and cloth, as 
well as the production and commercial handling of the 
raw stock, the bleaching, dyeing and finishing of the fab¬ 
rics, and the organizations of commerce for the distribution 
of domestic and imported dry goods, all find employment 
for an immense army of workers. 

To hold a position of authority, responsibility, and 
consequently one carrying higher compensation, it is 
necessary to be well posted in the processes of manufact¬ 
ure, the construction of machines, their care and operation, 
or in many other details according to the business and the 
position held therein. With the rapid growth of com¬ 
petition, not only domestic, but international, manufact¬ 
urers of textiles are finding it necessary to employ in¬ 
creasingly skilled managers, overseers and help, preferably 
with the knowledge not only of machinery, and the process¬ 
es in which they work, but of all the scientific or artistic 
principles underlying them, so as to conduce to economy 
and excellence of workmanship, or to making fabrics more 
tasteful in design. There has thus sprung up an absolute 
necessity for technical education in the manufacture of 



2 


textiles. Theodore C. Search, the president of the Nat¬ 
ional Association of Manufacturers says : 

“ I believe that the question of industrial education is 
the burning question of the day. The example of Europe 
and the experience of all the older countries carries with 
it a lesson which cannot be longer ignored by us. It has 
long been recognized by every country whose example is 
worth anything to us, that industrial education is as legi¬ 
timate and quite as necessary a function of government as 
maintaining armies or building battleships. Technical 
schools in which a lad may learn the use of the special 
tools characteristic of the trade or business he may choose 
as his life work, abound in France, Germany, Belgium, 
Switzerland and England. America can no longer ignore 
the significant lesson which these examples teach. No 
amount of tariff legislation, important as it is, can possibly 
preserve our home markets to our manufacturers unless 
they make the quality of the things produced equal, if not 
superior, to that of their foreign competitors. With con¬ 
summate skill and energy have we developed the com¬ 
mercial and trading side of our industries, but there re¬ 
mains a tremendous hiatus between the office and the loom 
which has seldom been successfully bridged. We must 
have designers that know not only how to repeat a design 
made by somebody else, but who are able to originate 
designs that are artistic in the highest sense of the term. 
We must have dyers that not only have manipulative skill 
in the handling of materials, but also have the power of 
applying them with economy and effect. We must have 
mill managers who are not mere directors of workmen’s 
movements, but who, with perfect knowledge of each 
employee’s work, will direct that work to the best 
economic advantage.” 


3 

In America the textile school movement is developing, 
and since the establishment of the American Correspond¬ 
ence School of Textiles, an opportunity has been given to 
all mill workers, from the superintendent to the yarn boy, 
and to all associated with the manufacture, distribution, or 
handling of textiles and textile fibres, to obtain a thorough 
and complete textile education, such as is necessary to 
enable them to compete successfully with the college 
trained technical graduates of America or Europe. 

Advantage 5 of The mill is the best Textile School, if 

a textile # ’ 

education properly supplemented by judicious aux. 

iliary technical instruction. No one knows the difficulties 
that are to be encountered in a mill, and the subjects on 
which information is most to be desired, than the man whose 
life is spent within the sound of the spindle or the loom. 
If theory and practice go hand in hand, by the labors 
of the day being supplemented by technical mail instruct¬ 
ion in the evening, we shall have the best development of 
the technical trained “Captain of industry.” These men 
will then obtain those positions for which the graduates of 
both American and European Technical Schools are now 
being sought after by the textile manufacturers of America. 
The heads of the large manufacturing estabishments are 
constantly on the look out for talented men. Their own 
success depends on having able lieutenants to support 
them, and they secure the services of a really efficient man 
whenever he presents himself. This is undoubtedly the 
case in many instances that have come under the notice of 
the Director of this school. In one case, throughout the 
spring and early summer of this year one prominent cot¬ 
ton manufacturer was inquiring for months to find a man 
trained in textile technology to assist him in his business 
and was nearly half a year in obtaining such a one as he 


4 


wanted. Undoubtedly there is plenty of room at the top 
for thoroughly trained textile mill men. The demand 
for the existence of a Correspondence .School of Textiles is 
shown or indicated by other reasons than a desire to obtain 
a thorough and complete scientific education. For in¬ 
stance, a man employed in a subordinate position in a 
mill desires to attain something higher, and naturally 
wishes not only to perfect himself in the branch in which 
he works, but in order to obtain the position that he is 
looking for, it may be necessary to learn something of 
other branches of mill work than those in which he is 
daily engaged. It is a difficult thing for a young man 
without influence or wealth to obtain this information, 
without the help of a textile school. There are several 
instances in connection with this school of a superintendent 
not only joining the school himself but sending us the 
names of his overseers and second hands slso. Other in¬ 
stances maybe given of men who have succeeded in obtain¬ 
ing responsible positions, or who by accident have been 
compelled to assume duties for which they were not 
originally trained, which gives them the authority over, and 
responsibility for, the work of skilled operatives, on whose 
reports they are compelled to rely, and which they cannot 
question. To these men the Correspondence School of 
Textiles is invaluable. Alike to the struggling, ambitious 
worker in his desire for higher position and higher pay, to 
the man who is already in a good position and wishes to 
perfect himself, or bring his knowledge up to date ; to the 
manufacturer who wishes to branch out in new lines of 
industry, to the jobber, the converter, the dry goods mer¬ 
chant, the mill supply dealer, the textile machinist or any 
person connected in any capacity or in any way with textile 
manufacturing, the Correspondence Textile School is an 


5 


open door which they ought to consider the advisability of 
entering. 

A correspondence school offers an opportunity to 
those hitherto not connected with textile work to enter on 
a field of labor which offers great advantages compared 
with many other industries. 

Among the reasons for this opportunity are the 
rapid increase of mills, especially in the Southern 
States, and the fact that the American imports of textiles 
amount to a value of considerably over $100,000,000 per 
annum, which may be, and constantly is being reduced by 
the increase of manufacturing of fancy and more elaborate 
fabrics in this country, 

These circumstances offer opportunities for skill, 
and special knowledge of the industry encouraging to any 
young man desiring to enter upon either the manufacture, 
finishing, or commercial handling of textiles, or of machine 
building, mill supply manufacture or other industries 
allied thereto. 


Teaching The principle of teaching by corres- 

Correspondence pondence is not a novelty. Schools of 
engineering, of law, of journalism, and many other sub¬ 
jects have been in existence, and done successful work 
for many years, and a Correspondence School of Textiles 
has met a need just as important as in any of the other in¬ 
dustries or professions named. 

The method of giving instruction is simplicity itself. 
By means of specially prepared papers of instruction, in 
simply expressed language, concise, without unnecessary 
verbiage, and illustrated by clear drawings, the lessons are 
given. After these have been studied, any points on 
which the student is not clear are brought to the attention 


6 


of the instructor by means of specially prepared blanks 
which are filled out for that purpose. Fuller explanations 
are inquired for if necessary upon special inquiry blanks. 
Frequent “quiz” or test questions are given. Finally, in 
each section of instruction, an examination is held and the 
worked examination paper is sent to the instructor, cor¬ 
rected and returned by him, completing the section if 
satisfactory, and the student proceeds to the next section. 
Periodical test examinations are held. The value of the 
system is in the skill with which the lessons are prepared 
and the questions made applicable to the work laid out. 

The lessons are not such as would be given in a 
residential school, nor as would be found in text books, 
but are prepared in a special manner for the purposes of 
a correspondence school both in the method of treating 
the subject, of wording the explanations, and of designing 
the questions and “quiz” papers. 

Conditions . . , . ... 

aIK j 1 ne primary knowledge required is 

requirements only that of reading and writing, and as 
the most satisfactory way of giving technical education 
has been previously found to assume that the student knows 
nothing whatever of the subject, that is the assumption in 
connection with this school. We find that the fact of 
having first to go through a course of apparently elementary 
studies, or to take lessons in some branch of the work that 
a man feels he is already competent in, is often, in fact 
always, beneficial, if only in refreshing the memory with 
forgotten facts and in the general mind culture which 
result from systematic study. 

We make no restrictions as to sex or nationality, and 
accept students of any age over twelve. All com¬ 
munications are considered as confidential, and under no 


7 


circumstances are names of students given without their 
permission. Lessons are sent in plain envelopes if desired. 

The portion of the application blank which gives the 
personal information necessary for us to have, only comes 
under the notice of the Director of the school, and any in¬ 
quiries regarding the lessons are confidential with the 
Instructors. 

Courses . . . . 

of W e do not desire, nor intend to conflict 

instruction with, or take the place of existing schools. 
Each has its own sphere of labor and usefulness and the 
residential textile school will of necessity help the cor¬ 
respondence school, and vice versa, by their both working 
towards the same end, and increasing the facilities for 
textile education. 

One advantage of the system of giving instruction by 
mail is the possibility of taking up a study at any time and 
dropping it when otherwise occupied. To a busy man 
this is of the utmost importance. He may not be able to 
spend a whole xlay or evening, at regularly recurring 
intervals but there are some days of the week when he 
could devote occasional hours at irregular times to 
study under our system. Each student in a technical 
school knows the annoyance of either being held back in 
studies bv a few members of the class on the one 

J 

hand, or being pushed forward to the neglect of sections 
of the study in which one is especially interested, by the 
necessity of moving forward with the class, on the other 
hand. With us each student works independently. While 
we arrange within reasonable limits to provide each stu¬ 
dent with sufficient work to keep him busy while his work¬ 
ed papers are passing through the mail, still it is optional 
with him when he shall return the next worked paper : 


8 


either the next week, the next year or ten years hence. 
Not only so, but the instructor devotes his attention to the 
papers one at a time and consequently can give more in¬ 
dividual attention to each man’s requirements than is 
possible for a professor with thirty or forty students in a 
class. We can name no time in which the courses can be 
completed. A man who can devote a couple of hours 
each day for six days in a week, will probably get through 
a complete course in one subject, such as our Cotton 
course in a year and a half, but while one man may do in 
one year what another would spread over two or three 
years, we cannot name any fixed time for completion of a 
course. 

The courses will be complete and up to date in every 
respect and will be worthy of the attention of any who 
have previously completed a textile course or who have 
obtained their mill education, as a popular saying is 14 by 
hard knocks.” 

We are in touch with all the leading machine builders 
and mill men. The lessons will refer to the latest de¬ 
velopments in machinery and processes, and as a pecuniary 
investment, the money expended on one of our full courses 
could not be more profitably applied. 

General We do not refund the money paid for a course 
of instruction under any circumstances, but in case of sick¬ 
ness, or where special arrangements are made with the 
Director, the scholarship can be transferred under arrange¬ 
ments that can be learned upon application. 

We pay postage on all communications and lessons 
sent from this office. The student prepays postage on his 
replies, enquiries, or any communications sent to us. 

Applications are constantly being received for us to 


9 


recommend men to take positions in mills, and where it 
can be done to the mutual advantage of both parties, the 
Director will recommend competent and industrious grad¬ 
uates of the school for such positions. This does not carry 
an obligation to provide a situation for any graduate. 

Diplomas are given setting forth the work 
Diplomas that has been satisfactorily accomplished 
at the satisfactory completion of a full course of study 
as shown by completion of the work outlined by the in¬ 
structors, and by passing the final examinations, which may 
be held in central cities in the state in which the student re¬ 
sides, or in his own district, at the discretion of the Director 

It is necessary to pass this final examination before 
receiving a diploma or certificate. 

It is intended that diplomas shall be granted only on 
the satisfactory completion of the work so that they may 
be looked upon by manufacturers in all countries as proof 
and ^pritna facie evidence of the knowledge and skill of 
the owner. Under other circumstances, certificates will 
be given depending upon the extent of the course taken 
and work accomplished. 

fees The tuition fees of this school are very low. A 
day course in a residential technical school is estimated to 
cost at least $400 or $500 per year, in order to defray not 
only the expense of tuition, but board, rooms, transporta¬ 
tion, and so on. Fees for the course in connection with 
this school are less than one tenth of this amount; not be¬ 
cause the instruction is any less complete or efficient, but 
popular fees attract a very large number of students who 
would not otherwise be able to enroll, and thus reduce the 
cost per student, which enables us to quote the low rates 
named on the following pages. 


IO 


Where four or more students join at one time, as a 
club, a discount of io per cent is made to each student 
under certain conditions. The expense of each course, out¬ 
side of the dues, is very small. We do not require you 
to purchase any books, excepting note-books, or design 
books. 

Cases of loss of employment, or continued ill health 
will be taken into consideration on receipt of a written 
application to have an extension of time granted for pay¬ 
ment of dues. 

Staff The school is under the direction of Prof. C. P. 
Brooks, whose large experience for many years in the 
superintendence and equipment of mills, as instructor, 
examiner and director of other textile schools and as the 
author of several standard works on Cotton Manufacturing: 
is a guarantee for the thorough character of the instruction. 
Prof. Brooks will be assisted by experts in the various 
departments of the school. 




THE AMERICAN CORRESPONDENCE 
SCHOOL OF TEXTILES. 


The school is divided into departments as under : 

ist. Department of Cotton Manufacture. 

2nd. Department of Fabric Designing. 

3rd. Department of Woolen Manufacture. 

4th. Department of Worsted Manufacture. 

5th. Department of Bleaching, Dyeing and Printing. 

Each department is subdivided into sections. The 
student may enter for a full course of instruction to com¬ 
prise all the subjects taught in the Department, or for 
certain sections of each course, such as may be most suit¬ 
able to his or her requirements. This arrangement for the 
Cotton Department is shown on the following pages. 

Diplomas will only be awarded on the satisfactory 
completion of the full course, certificates for the satisfactory 
completion of sectional courses. 

THE COMPLETE COTTON COURSE. 

Intended for treasurers, agents, superintendents, 
overseers, second hands, mechanics, spinners, loom fixers, 
weavers and other workers in cotton mills and machine 
shops, salesmen in commission houses, jobbers, dry goods 
merchants, mill engineers and draftsmen, machinery 
salesmen and others. 

This course consists of six sections; A, B, C, D, E, 
and F. The student may take instruction in any one of the 
first four sections, or may enter for the complete course. 


The fees are as follows : 



12 




Payments 

• 

in 

advance. 

$5 down 
and 

$5 monthly. 

$2 down 
and 

$2 monthly. 

Section 

A. 

$ 

8 

$ 

10 

$ 

12 

11 

B. 

$ 

15 

$ 

18 

$ 

20 

u 

C. 

$ 

12 

$ 

H 

$ 

16 

i i 

D. 

$ 

i 5 

$ 

iS 

$ 

20 

*Full Course, 

$ 

3 3 

$ 

35 

$ 

44 


A small addition will be made to cover extra postage 
to students residing out of the United States, Canada or 
Mexico. 

^Including Sections E and F. 


SECTION A 


Machinery 
and Yarn 
Calculations 


Arithmetical definitions and rules. 
Definitions of mechanical terms. Defi¬ 
nitions of terms used in mensuration, 
Diameter, radius and circumference of circles. Measure¬ 
ment of angles. Rules for finding areas of plane figures, 
also surface and contents of cylinders, cubes and other 
forms. Shafting, pulleys, gears, etc. Rules for finding 
speeds of driven shafts and gears. Rules for finding speeds 
of driving shafts or gears. The determination of sizes of 
gears or pulleys to give certain speeds. Calculations of 
changes of speed of driving or driven shafts. Principle 
of drafting on cotton machinery. Calculations of drafts 
and draft gears. Roving and yarn calculations. Method 
of numbering cotton yarns. Method of numbering other 
kinds of yarns. Conversion of one system into another. 
Ply yarns; method of numbering same. Method of cal¬ 
culating numbers of 2,3,4, or more ply y arn s. Sizing 
or leeling roving or yarns. Miscellaneous calculations 





and examples in connection with the above subjects, and 
such as are suitable for cotton yarn mill requirements. 

SECTION B. 

Cotto d Raw cotton. The botany of cotton, 

cotton yarn Structure and composition of the fibre, 

manufacture Cotton and cotton fields of the world. 
Varieties of American cotton and their suitability for dif¬ 
ferent yarns. Peruvian, Brazilian, Indian and other cot¬ 
tons, and special purposes for which they are suited. The 
recognition of different kinds of cotton. Grading 
American and other cottons. Faults in cotton and their 
detection. Selection of cotton for different yarns. The 
growth and cultivation of cotton. Planting, picking, and 
damage to cotton crops during cultivation. The ginning, 
baling and pressing of cotton. Weights of bale. Pro¬ 
portion of lint and seeds. Round baling systems. Com¬ 
mercial handling of cotton. Cotton statistics, etc. Test¬ 
ing cotton. Damp and loss in cotton. Differences between 
cotton and other fibres and their detection. 

List of processes in cotton mills for making various 
yarns. Sequence of processes. Recent improvements in 
arrangements of mills. Mills for special purposes. 

Mixing cotton, reasons for the methods of mixing, ad¬ 
vantages and disadvantages of different systems. Objects of 
blending cotton. Combinations of different varieties of cot¬ 
ton for special purposes. Bale breaker or cotton puller, 
construction, use, capacity and cost. Picker rooms, their 
arrangement and construction. Automatic feeders. Con¬ 
struction, capacity and cost of different makes of feeders. 
Best system. Speeds and setting of the different parts. 
Changing for special purposes. The opener, its principles, 
use and object. Construction, capacity and cost of various 
openers. Different styles of beater bars and screens. 


H 


Setting of different parts of the machine. Calculating and 
changing drafts and lengths of laps. Adjustment of parts. 
Trunks and connections ; different methods of construction ; 
advantages and disadvantages of each. Intermediate and 
finisher pickers. Different constructions of beaters. Set¬ 
ting of parts and regulation of waste. Regulation of air 
current. Construction of eveners. Production of a good 
lap. Setting of parts. Calculations of length of lap and 
draft. Alterations to same. Care of picker machinery 
and picker rooms. Prevention of fire. 

Carding. Advantages of carding. Different methods 
Construction of stationary top card. Revolving top flat 
card. Roller and clearer, or worker and stripper card, and 
other cotton cards. Merits and demerits of each system 
and suitability for special purposes. Revolving top flat 
card. Construction of the feed, cylinder, doffer, coder, 
flats, screens, and other parts of the card. Setting of each 
part. Leading methods of setting flats. Card clothing. 
Method of numbering. Suitable kinds of wire for dif¬ 
ferent purposes. Stationary top card. Principles of con¬ 
struction. Method of stripping cards. Production of 
cards and card waste. Management and operation of 
card rooms. i\ccessory appliances. 

Railway head, its object, use, and disadvantages. Its 
combination with sections of carding or independent use. 
Single and double heads. The drawing rolls. Figuring 
drafts and changes. The construction of the evener. 
Metallic rolls. Stop motions. 

The D rawing frame. Principles of drawing slivers. 
Objects desired in the construction and use of the drawing 
frame. Sizes and arrangements of drawing rolls. Weight 
for same. Gearing for same. Figuring drafts and 
changes. Front, back and other stop motions. Electrical 


J 5 


and mechanical stop motions. Full can and roller lap stop 
motions. Cost and capacity. 

Derby doubler and sliver lap machines, their construct¬ 
ion and use. Preparations of slivers for combing. Com¬ 
bination draw frame and ribbon lap machines. The cot 
ton comb. Construction and setting of combs. 

Fly frames. Speeders, slubbers, intermediates, rov¬ 
ing, fine or jack frames. Usual construction of the modern 
fly frame. Its principles and operation. The driving of 
the bobbin and spindle. The formation of a bobbin. The 
traverse motion, the builder motion and full bobbin stop 
motion. The compound. Its objects. Theory of the 
formation of a bobbin. The draft rolls. Figuring and 
changing draft, twist, lay and other gears. Calculations of 
twist. Faults in fly frames and their correction. Variations 
from usual construction of frames. Cost and capacity of 
frames. 

Spinning. Different methods. Ring, flyer or throstle 
and mule spinning. Suitability of each for different pur¬ 
poses. The construction of a ring spinning frame. Des¬ 
cription of the frame, The spindle, different kinds and 
speeds. Rings. Travellers. Builder motions. Separators. 
Roll stands, rollers, clearers and other parts of a ring 
frame, and their modification for special purposes. Flyer 
or throstle spinning frame, its construction. 

The spinning mule, its construction, use and operation. 
The principle on which the mule is constructed. The 
construction and propulsion of a carriage and spindle. The 
construction and operation of the drawing rolls. The 
construction and use of a cam shaft and cams. The 
sequence of movements in the mule and their timing. 
The building of the cop. The copping rail. Miscel¬ 
laneous points in connection with mule spinning. Twisting 


16 


or doubling on the ring, flyer or mule principle. Con¬ 
struction and use of dry and wet twisters. 

Reeling, bundling and baling cotton yarns. Miscel¬ 
laneous matters in connection with cotton spinning. Roll 
covering. Waste at the different processes. Cost of 
machinery. Horse power required for driving machinery, 
and other subjects. 


SECTION C. Spinning. Different methods. Ring, 

Ring spinning, _ flyer or throstle, and mule spinning. 

slashing , and rp5n9. Suitability of each for different pur- 
plain weaving. poses. The construction of a ring 

spinning frame. Description of the frame. The spindle, 
different kinds and speeds. Rings, travellers, builder mot¬ 
ions, separators. Roll stands, rollers, clearers and other 

parts of a ring frame, and their modification for special 
puposes. 

Yarns, object of different kinds of yarns. Faults in 
yarns and their detection. Yarn suitable for warp, filling 
and other purposes, Different forms in which yarn is put 
up for the market. The preparation of warps. Various 
systems of warp preparation for special purposes. The 
long and short chain systems, and a description of the 
machines comprised therein. 

The spooler, its use and construction, speeds and 
dimensions. The spindle, bobbin holder, builder motion 
and other parts of the machine. Faults in spooling, and 
remedies. Cost and capacity of machines. 

Beam warping. Construction of a warper. Creels, 
comb, stop and measuring motions. Good and bad beams. 
Correction of faults. Speed. Costand capacity of machines. 

Slashing; objects of slashing, the usual construction 
of the slasher, including creels, size box and rolls, cylin¬ 
ders, head motion, slow motion, steam traps and valves, 


l 7 


and so on. Faults in slashing and their correction. The 
mixing of size. Size kettles. Different sizing ingredients, 
and their suitability for special purposes. Samples of 
sized goods. Variations in the method of preparing 
warps, including description of ball warpers, beamers, 
dressing frames, hand warping, chain warping and so on. 

Drawing-in and looming or twisting. 

Plain weaving. Construction of a plain loom and 
variations from the usual form of construction. The usual 
parts of a plain loom, including lay, cams and harness 
motion, picking motion, takeup motion, letoff motions, 
protectors, and so on. Starting up looms. Putting in 
warps. Doom fixing and weaving. The magazine or 
Northrop loom. Its construction and use. Other plain 
looms. 

SECTION D. The plain loom as above. Plain looms 

Plainand fancy as changed to weave fancy cloth. Pick 

weaving 

and cotton and pick looms. Centreselvedge motions, 

designing Dooms to use several colors of filling. 

Drop box motions, positive and negative. Multipliers 

Circular boxes. Chain building for boxes. Handker¬ 
chief motions. Shedding motions. Various combinations 
of cams. Dobbies, single and double acting, single and 
double cylinder. Dooms for special purposes, such as 
lappet, leno, towel, blanket and other looms. 

Jacquard machinery, single lift, double lift, single cylinder 
and double cylinder. Card saving arrangements. Cross 
border machines. Special arrangements for controlling 
harnesses. Comber boards. Cloth room machinery, in¬ 
cluding cloth trimming and inspecting machinery, cloth 
folders, cloth brushers, doubling and rolling machines, 
shearing machines, stamping machines and presses. The 
arrangement and operation of a cloth room and the method 


IS 


of making up fabrics for domestic and export trade. 

The designing of cotton fabrics. The different vari- 
eties of yarns and their makeup for the market. Classifi¬ 
cation of woven fabrics. Mode of representing fabrics on 
paper. Different kinds of designing paper. Different 
weaves usually used in cotton fabrics. Dissection of single 
fabrics. Arrangements of harness and chain drafts, with 
their representation on paper. 

Plain and twilled cloth, including broken twills, sateens, 
diagonals and combinations of different twill weaves. 
Weaves other than twills. Spot and other fancy pveaving 
on plain ground. All over effects and other fancy weav¬ 
ing usually made by harnesses The use of different ground 
weaves. Imitation leno, canvas, basket and similar weaves. 
Cloth made with, or ornamented by extra warp or filling. 
Velveteens, corduroy and other uncut pile fabrics. The 
principle of manufacturing cut pile fabrics. Designs in 
which color is the principal factor, such as stripes, checks, 
ginghams, and furniture hangings. The use of color. 

Color nomenclature. Combination, harmony and 
contrast of colors. The principle of shading colors. Fig¬ 
ured muslins, scrim, dimity, and similar fabrics. 

Jacquard designing. Suitable arrangement of figures. 
Representation of same on design paper for jacquard work. 
Figured gauze weaving, Madras muslins and so on. Cal 
dilations for fabrics. Calculations for length and weight 
of warp or filling in different cloths. Calculation of ends 
and picks. Calculation of quantity of material in other 
than plain fabrics. Harness and reed calculations, espec¬ 
ially with regard to striped or cramped warps. Method 
of calculating cost of cloth. Getting out particulars for 
warping and slashing of warps, and other calculations. 


1 9 


SECTION E. T . , , , . ... 

Cotton mill Lasts ot machines required for various num. 

engineering, bers of yarns in order that the production 
of each process shall balance the others. Production 
of each machine in a mill making certain numbers, 
and rules for finding production on other numbers. 
Modification of above figures for special purposes. Space 
occupied by each machine. Space to be allotted for an 
equipment of machinery. Machinery rooms of a mill. 
Most suitable arrangement of machinery in each room 
with regard to economy of power and labor, good light¬ 
ing and general convenience. Mill building. Suitable 
styles of building for North or South. Comparison with 
foreign mill buildings. Mill planning—arrangement of 
rooms, passages, power house, elevators, etc. Strength 
of materials, thickness of walls, floors, etc. Working 
details. Power plant—steam or water. Transmission of 
power by belting, ropes, gearing or electricity. Heating, 
plumbing, lighting and ventilation of cotton mills and es¬ 
timating and planning for same. Fire protection—inside 
and outside. Preparation of lists of belting, supplies, etc. 
Cost of mill buildings—machinery, power plant, supplies, 
shafting, belting and equipment. Examples of modern 
mills and equipment. 

SFCTION F 

' Special plants for hosiery yarn raanu- 

Cotton „ 0 ... , , . 

specialties. facture. Special plants for thread manu¬ 

facture. Uses of dyed stock. Opening, carding and spin¬ 
ning same. The manufacture of fancy yarns from dyed 
stock and blends of same. Loop, knop, knicker and other 
fancy yarns. Special yarns for crepe, leno, and other fab¬ 
rics. Condensed, imitation wool or vigogne yarns, and their 
manufacture. Utilization of waste from cotton machinery. 

Additional subjects will be added from time to time 
to each section of the course. 


20 


OTHER DEPARTMENTS OF THE SCHOOL 


Department of Textile Designing. 


Comprising in the complete course:— 


Section A Cotton, Woolen, Worsted and Silk 
Yarn and Cloth Calculations. 


B Construction, Dissection and Repro¬ 
duction of fabrics in general. De¬ 
signing of original fabrics, including 
Sketch-making and Designing for 
Jacquards. 

C Plain and Fancy Weaving Machinery 
including Jacquards. 

D Color in its application to fabrics. 

General principles of dyeing and finishing. 


E Commercial requirements of a de¬ 
signer. Markets. Handling of good s 


Catalogues will be issued for this department 
giving details of subjects in course, as in this cot¬ 
ton department catalogue 




21 


Department of Woolen Hanufacture. 


Comprising in the complete course :— 


Section A Woolen machinery and yarn calcula¬ 
tion. 


“ B Wool selection, wool sorting, scour¬ 
ing, drying, burr picking, mixing, 
carding, spinning, and twisting. 

“ C Spooling, dressing, beaming and plain 
weaving. 

i( D Plain and fancy weaving and design¬ 
ing for woolen goods. 

“ E Woolen mill planning and engineer¬ 
ing. 

“ F Specialties of woolen manufacture. 

A detailed catalogue will be issued for this 
department giving particulars of courses as in the 
cotton department. 



Department of Worsted Manufacture. 


Comprising in the complete course :— 


Section A Worsted machinery and yarn calcu¬ 
lations. 


B Wools; selection; scouring; carding; 
preparing; backwashing; combing; 
gilling; drawing; roving; spinning; 
twisting and the preparation of the 
yarn for the market. 

C The preparation of worsted warps 
and weaving of simple fabrics. 

D Fancy weaving and designing of 
worsted fabrics. 


E Worsted mill planning and engineer¬ 
ing. 

F Specialties of worsted manufacture. 


A detailed catalogue will be issued giving par¬ 
ticulars of course and fees as in this cotton 
department catalogue. 



2 3 


Department of Chemistry, Bleaching, Dye¬ 
ing, Printing and Finishing. 

Section A Calculations. Arithmetical rules 
and definitions. Machinery calculations. 
Yarn and cloth calculations for different 
materials. 

Section B Animal and vegetable fibres. Tex¬ 
tile chemistry. Chemicals used in bleach¬ 
ing, dyeing, and finishing. Water. 
Section C Bleaching. Bleaching machinery 
and bleacheries. 

Section D Dyeing. Processes preliminary to 
dyeing. Mordants. Natural coloring 
substances. Mineral coloring matters. 
Artificial dye stuffs. Dyeing machinery 
and plant. Dyeing experiments. Testing 
dye stuffs. Colorimeters. Utilization of 
spent liquors. Detection of colors on dyed or 
printed fibres. Drying machinery - 

Section Pi Printing on cotton and other goods 
Printing in different styles. Color and 
* color mixing. Printing machinery. Sketch 
making. Engraving. 

A catalogue will be issued giving details 
of the course and fees as in this cotton depart¬ 
ment catalogue. 



When sending for circulars please state the course in which 
you are interested. 

Make all payments by bank draft, express money order, post 
office money order, payable to C. P. Brooks, Lowell, Mass., or by 
registered letter. Students sending money through the mails 
do so at their own risk. 


ft’ddi'ess all Goir|rnbn»catsor|S 
to the Director 

The flrrneiiGan Correspondence 
School of Textiles, 


LOWELL, 


MKSS, 


American Correspondence School of Textiles, 


LOWELL, MASS. 


ENROLLMENT APPLICATION BLANK. 

I hereby make application for enrollment as a member of the 
American Correspondence School of Textiles, Lowell, Mass., taking the 


Full.. 


. Course. 


T, hat “ urse C 0U Wish ,t° ?>e. you do not desir , take a'fuii'couVse' strikeT 
Lout the word full and write Sectional, adding the name of the Subject and letter of Section. J 

I agree to abide by the rules and regulations of the School. 

I agree to treat as confidential the papers of instruction, examination 
papers, drawings, plates, text books, and other educational matter issued by 
the School, and not to allow any other person to study from them or use 
them, under penalty of forfeiture of fees paid and of all privileges of the 
School. 

It is understood that the above-named School will give me instruction 
in the course named above as outlined in their catalogue j will supply me with 
instruction and question papers, and answers to questions having a direct 
bearing on their instruction papers ; will pay postage on all instruction papers, 
questions and communications, so long as I reside within the United States, 
Canada or Mexico \ that the said School shall allow ne to cease my studies 
at any time and resume them when convenient, payments to be made regu¬ 
larly as they become due, or to allow me to change 1 ly residence within the 
above named countries and continue my studies j that if I remove out of the 
United States, Canada or Mexico, I may continue my studies by paying the 
difference in postage. 

It is also understood that when I complete iny studies to the satis¬ 
faction of the Director and Instructor of the School that I shall receive a 
diploma or certificate of efficiency. 

I agree to pay .. dollars ($ ..) 

for the course of instruction of which.dollars 

($ .) is herewith enclosed in the form of a 

(Fill out i ere how the money is remitted.) 

and I will pay...dollars ($ ) monthly 

hereafter until paid in full. I will also pay postage < n all papers, lessons or 
other communications sent to the School. 


(Signed) Name . 

City or Town. 


S. 4, c-c IX.98. 


1000. 


[overJ 














Please Fill Out the Following Particulars: 

Street and Number,. 

City or Town,..Post Office,. 

County,.State,. 

Age last birthday,.■. 

Occupation,.L. 

At which mill or works? .. 


Where instruction work is to be sent, . 

What experience have you had in textile manufacturing? 






Whose machinery are ton accustomed to? 





Do you wish lo prepare 

for any particular position or line of business? 

This information is str 

ictly confidential and will only come under the notice of the 


Director. We desire the information only that we may give you instruction to your own 
best advantage and gtt the best results. It is earnes ly requested that all questions be , 
answered in full. 


How did you first hear of our School?.. 

If by an advertisement, giv<f name of paper, 

1 over] 




































No necessity to advance with the class, or at¬ 
tend school at fixed hours on certain days* 

Students progress rapidly or slowly as they wish* 

Instruction simple enough for all to understand; 
complete enough for all requirements. 

All instruction up-to-date. 

Plain language; clear explanations; illustrated 
perfectly* 

Questions encouraged and everything explained 
until clear. 

Perfects you in your own department while you 
are learning in others. 

Special attention to subjects in which you are 
personally interested. 

Enables you to hold the position you have. 

Qualifies you for a higher position than you 
tow hold. 

All instruction confidential. 

No names given without permission. 


° F C0NG RESS 


0 018 529 913 2 4 


